ELA+2+Lesson+22

Topic: How to create things

Common Core Standards RL.2

2.Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

3.Describe how characters in a story respond to major events and challenges.

10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.2 5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. 10.By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. 2.Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RF.2 f. Recognize and read grade-appropriate irregularly spelled words. d. Decode words with common prefixes and suffixes.

Suggested Student Objectives: Students will be able to understand, recognize, apply, and analyze the following skills: Understanding character;Homophones;idioms;adjectives;compare and contrast paragraphs

Suggested Additional Readings

Resource Links []

ActivitiesLearning Outcome Predict a character’s actions based on his/her personality. DurationApproximately 50 minutes Necessary Materials//Provided//: Character Personality Chart (from Lesson 1), Predictions About a Character’s Actions Chart, Independent Practice Worksheet //Not Provided: Julius, the Baby of the World// by Kevin Henkes, //Lilly’s Big Day//by Kevin Henkes, chart paper, markersLesson Plan will explain that a person’s personality usually stays the same over time. If I describe myself as kind, excited, and creative, I will usually act like that every day. I will explain that the same is true for characters and that once we know their personality; we can use it to predict how they may act in the future. I will post the Character Personality Chart about Lilly and review her personality traits. (See Direct Teaching and Guided Practice Example Chart 1 in Teacher and Student Materials below.) I will use her personality traits to make a prediction about what Lilly might do in //Julius, the Baby of the World// by Kevin Henkes. I will record my prediction on the Predictions about a Character’s Actions Chart. (See Direct Teaching and Guided Practice Example Chart 2 below.) I will begin reading //Julius, the Baby of the World//, charting evidence of Lilly’s actions that support her personality on the Predictions about a Character’s Actions Chart, stopping at the page that ends, “’I am the queen,’ said Lilly. ‘And I hate Julius.’” Ask: How did I predict what Lilly would do when Julius was born? Students should respond that you first identified Lilly's personality and thought about what she would do next in the story based the type of person she is or her personality. will make another prediction about Lilly’s actions based on her personality, and record our prediction on the Predictions about a Character’s Action Chart. (See Direct Teaching and Guided Practice Example Chart 2 below.) We will finish reading //Julius, the Baby of the World// and charting evidence of Lilly’s actions that support her personality on the Predictions about a Character’s Actions Chart. We will review our predictions and evidence of her actions to see if they match her personality traits.
 * ===DIRECT TEACHING===
 * ===Think Check===
 * ===GUIDED PRACTICE===
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Assessments

INDEPENDENT PRACTICE
will listen to the story //Lilly’s Big Day// by Kevin Henkes. (Stop reading after page 21.) You will make a prediction about Lilly’s actions based on her personality. (Student Independent Practice is provided below.) You will listen to the rest of //Lilly’s Big Day// to check your prediction.

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